Math self-concept and mathematics achievement: Examining gender variation and reciprocal relations among junior high school students in Taiwan

Ching Yi Lee, Hsin Yi Kung

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The study explored Taiwanese students' mathematics learning at the junior high school level. Utilizing structural equation modeling, it examined the relationships between math self-concept and mathematics achievement with longitudinal data. Participants included 1,256 Taiwanese seventh graders in the first wave and declined slightly to 1,211 eighth graders in the second wave. Findings indicated the following. First, the longitudinal effects were all significant: (a) prior mathematics achievement significantly predicted subsequent math self-concept (skill development model), (b) prior math self-concept significantly predicted subsequent mathematics achievement (self-enhancement model), and (c) the reciprocal effects model was supported, and the effects of achievement tended to become stronger and more systematic. Second, results showed significant gender variation with respect to math self-concept and mathematics achievement. Boys had significantly higher math self-concept than girls, whereas girls exhibited higher mathematics achievement than boys. The implications of these findings for cultivating students' interest in mathematics learning were discussed.

Original languageEnglish
Pages (from-to)1239-1252
Number of pages14
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume14
Issue number4
DOIs
Publication statusPublished - 2018 Jan 1

Fingerprint

Taiwan
self-concept
mathematics
Students
gender
school
student
Structural Equation Modeling
Longitudinal Data
development model
Gender
Concepts
learning
Enhancement
Model

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Mathematics

Cite this

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